Examining Parental Involvement in Rural, Urban, and Suburban Schools

Abstract

The benefits of parental involvement in the schools has been extensively documented in the research literature (Bermudez, 1994; Epstein, 1987; Epstein & Dauber, 1991; Henderson, 1989).These include improved student achievement (Epstein, 1987; Klaus & Gray, 1968; Schaefer, 1972; Walberg, 1984) and overall school behavior (Levenstein, 1974; Weikart, 1973). In addition, parent-child relationships and home-school relations are also enhanced when parents become involved in their children's education (Bermudez & Padr6n, 1987, 1988; Henderson, 1989; Herman & Yeh, 1980; Met, 1987; Morgan, 1982) Although the benefits of parental involvement are evident to educators, there is still a lack of knowledge as to how these may be shaped by the type of school setting. Urban, suburban, and rural school districts each have a unique set of characteristics and problems that may impact the degree of parental involvement. McIntire, Marion, and Quaglia (1990) point out that rural communities are not just reduced versions of cities; they have unique characteristics and needs. In the rural community, social relationships are more personal and tightly knit and values tend to be more traditional. Further, smaller enrollments lead to closer personal relationships and greater attention to student needs. The purpose of the present study was to extend the current body of research by considering parental involvement measures across urban, suburban, and rural communities, using a national sample of eighth-grade students.